Community-based projects for computing majors

Stone, Jeffrey A.; MacKellar, Bonnie; Madigan, Elinor M.; Pearce, Janice L.

doi:10.1145/2157136.2157166

Cited by 46 publications

(9 citation statements)

References 1 publication

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“…Ham and Myers brought Process Oriented Guided Inquiry Learning (POGIL) into a computer organization course 27 . In software engineering courses, the use of real-world, community-based, projects is recognized as a good way to engage students with a meaningful problem while teaching them software engineering concepts 28 . Students often become more invested in their project when they see that their products are more than simply a paper design.…”

Section: Student Engagementmentioning

confidence: 99%

WIP: Teaching a Knowledge Engineering Course Using Active Learning, Gamification, and Scaffolding

Luera¹

2020

Preprint

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This paper describes the authors’ experiences introducing active learning opportunities in senior-level software analysis and design course. The team critically examined the existing artificial intelligence course offered at our institution and created new active learning style instructional materials for selected course topics. We devised delivery strategies that incorporated academic research findings and industry best practices. We focused on problem-based learning strategies for this course, supported by software tools. Based on our assessment data, we believe that students participating in the activities created for this course are better equipped with fundamental theoretical knowledge and valuable hands-on experiences that can measurably increase their ability to contribute to the software industry. Both face-to-face and online students preferred active learning content delivery to lecture only. Both groups of students felt more engaged with the course materials than they do in traditional lecture courses.

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Section: Student Engagementmentioning

confidence: 99%

WIP: Teaching a Knowledge Engineering Course Using Active Learning, Gamification, and Scaffolding

Luera¹

2020

Preprint

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“…The use of real-world, community-based projects has been recognized as a good way to expose students to meaningful software development [11,12]. Students often become more invested in their project when they see that their products are more than simply a paper design.…”

Section: B Role-playmentioning

confidence: 99%

Use of role-play and gamification in a software project course

Maxim

Brunvand

Decker

2017

2017 IEEE Frontiers in Education Conference (FIE)

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Soft skills are increasingly important to the engineering profession and course modifications are often needed to ensure students have opportunities to practice them prior to graduation. This suggests that engineering programs need to go beyond simply offering industry-based capstone courses and internships. Role-play has a long history as a tool for learning. It can be used to simulate real world practices in environments where consequences can be mitigated safely. In this paper, we discuss the use of team role-play activities to simulate the experience of working in a professional, game development studio as a means of enhancing an advanced undergraduate game design course. In conjunction with the role-play, a gamification framework was used within the course to allow students to customize their course participation. Gamification was used to reward students for compliance with software process steps and for taking the initiative to improve their "soft skills". In this project, allowing students to negotiate the nature of their activities and rewards helped them develop those skills. We are using student feedback and our own lessons learned to plan the next iteration of this course.

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“…Negotiate Value: Only by negotiating what all involved parties expect, it can be ensured that a) the lecturers obtain authentic stakeholders who require a software system and b) the NGO gains a software system which is worthwhile for them. Stone and Madigan [14] stated, that this is a crucial point in setting up a successful cooperation. Only by managing the expectations of the cooperation partner and aligning these with course goals as well as the students' skill level it can be ensured that the cooperation is mutually beneficial.…”

Section: Foundation: Settings As Plannedmentioning

confidence: 99%

“…Still, while most RE courses rely on simulated stakeholders, there are also rare reports of cooperations with industrial partners [8]. As for computer science projects, on the other hand, which rather focus on the implementation of software systems than their specification, multiple service-learning examples are documented [10,11,14,15]. We circumvented most of the problems associated with real customers by cooperating with a non-governmental organization (NGO) -at first not for the implementation of a system, but instead the elicitation of requirements of such a system.…”

Section: Introductionmentioning

confidence: 99%

Cooperating with a non-governmental organization to teach gathering and implementation of requirements

Gabrysiak

Hebig

Pirl

et al. 2013

2013 26th International Conference on Software Engineering Education and Training (CSEE&T)

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Teaching Requirements Engineering needs to be a realistic experience. Otherwise the students might not understand the repercussions of failing to gather requirements correctly. While simulated stakeholders are always a feasible option, only real stakeholders offer an authentic experience since only they are impacted by the system that is being specified. In this paper, we present our experiences of cooperating with the non-governmental organization (NGO) Wasserwacht. In a first requirements engineering course, nine graduate students elicited requirements by interviewing a dozen heterogeneous stakeholders. In a subsequent bachelor's project, four undergraduate students continued by implementing the software system based on these requirements. We discuss the authenticity of our requirements engineering setting, the influence of the collected requirements on the follow-up implementation project and how the Wasserwacht benefited from this cooperation.

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Community-based projects for computing majors

Cited by 46 publications

References 1 publication

WIP: Teaching a Knowledge Engineering Course Using Active Learning, Gamification, and Scaffolding

WIP: Teaching a Knowledge Engineering Course Using Active Learning, Gamification, and Scaffolding

Use of role-play and gamification in a software project course

Cooperating with a non-governmental organization to teach gathering and implementation of requirements

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